Mi !i 



MANUAL 



BMBMWpwgagwwwwiiJwiNiiiuiiiiiimii) 



m 



EINGLiSf 



W MTT 






TER 






JBBWgMfrWMWttWttMBWPBaP OaM P tt M ^ 




Class. 



Book ^±x2uL 

Gojpgtrt^ 



CGBORIGHT DEPOSm 



TEACHERS' MANUAL 

EFFECTIVE 
ENGLISH EXPRESSION 

A HIGH SCHOOL TEXT 

ON 

ORAL AND WRITTEN COMPOSITION 



BY 

EDWARD HARLAN WERSTER 

HEAD OF THE DEPARTMENT OF ENGLISH 

THE TECHNICAL HIGH SCHOOL 

AND 

DIRECTOR OF ENGLISH 

JUNIOR HIGH SCHOOLS, SPRINGFIELD, MASSACHUSETTS 




NEW YORK 

NEWSON & COMPANY 



■^p> 



Copyright, 1920, ' 

By Newson & Company 



All rights reserved 



JUN ! 8 1920 
©^570405 



MANUAL FOR 

EFFECTIVE ENGLISH 
EXPRESSION 

Chapter I 

PURPOSE, PLAN, AND PRESENTATION IN 
SPEAKING AND WRITING 

Chapter one must be thoroughly compre- 
hended by both teacher and pupil, at the outset, 
for it contains those principles which underlie 
every exercise, in every chapter of the book. 
The pupil should be trained to approach every 
composition problem with this practical question: 
What is my definite purpose? or in other words: 
What specific idea do I wish to express by what 
I am about to say or write? Such a definite aim 
acts as a potent guide in assisting the untrained 
mind to decide what material will be effective, 
what ineffective or out of place. (This principle is 
later discussed in its rhetorical aspects; see pages 
29, 30, 161-166, 177-182, "Effective English 
Expression," for a discussion of unity.) Such a 
specific purpose, moreover, shows the pupil in 
what order he should arrange his selected ideas. 
(This principle of arrangement to secure coherence 
and emphasis is treated more fully on pages 34, 

3 



4 MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 

48, 51, 55, 58, 166-174, "Effective English 
Expression.") Finally a definite purpose becomes 
the determining factor in the use, the arrange- 
ment, and the method of emphasizing words. 
(See pages 135, 140, 174-175, " Effective English 
Expression.") 

The teacher will find it very helpful in making 
these fundamental principles concrete to the 
children to liken the writing of a composition to 
the furnishing of a room. A boy is about to 
fit out a sporty room in a boarding school. What 
materials must he get together to give the effect 
of " sportiness "? (Banners, pennants, athletic 
paraphernalia, posters, pictures of outdoor life, 
pillows, etc.) What material will he keep out? 
(Doilies, vases, statutuary, draperies.) After he 
has selected his material, he will decide where 
he can best place the various furnishings to create 
this impression which he wishes to bring out in 
his room. If he is a thoughtful lad, he will give 
especial attention to the walls which face the 
entering door; he will realize that his visitor's 
first impression is important, and so he naturally 
will see to it that the view from the door suggests 
" sportiness ": likewise he will see to it that the 
walls around the exit convey unmistakably the 
same impression, because he will wish to have 
his visitor leave with a sense that the room from 
start to finish was one with a " sporty " atmosphere. 
When his room is finally furnished he will survey 



MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 5 

it with a critical eye to see if in any way he can 
improve the total impression. 

The similarity of the boy's activities in furnish- 
ing his room to his mental activities in writing 
a composition is obvious. In creating a descrip- 
tion, for instance, he aims to give the dominant 
impression of that which he is trying to describe. 
With this specific aim in mind, he selects char- 
acteristics which are telling and rejects those 
which do not aid him in creating the effect which 
he wishes to convey. He then arranges his 
selected composition material in a natural and 
forceful order. At the opening of his description, 
he gives the reader a general idea of the object 
or scene he is describing. (This general idea 
will convey the dominant effect he is going to 
create.) Then he gives the details that bear out 
this general impression, and he has the reader 
finish the picture with a sense that the whole 
has created but one effect, — his purpose-idea. 

Exercise i, Assignment 3, page 16 

As a basis of much of the work of this chapter and 
as supplementary work to this assignment, the teacher 
should discuss with his class possible pupil-interviews 
with business men. A manufacturer, for instance, 
wishes to engage a competent bookkeeper. Time in 
which to interview applicants is limited. What facts 
must the pupil present to prove his competency? 
What must he reject as irrelevant? What must he 
say first? Why? What ideas must he reserve, if 



6 MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 

possible for the conclusion of his interview? Discuss 
the employers's purpose. What facts would he like 
to know? What questions would he probably ask? 
Arrange these questions in an order best fitted 
to subserve the manufacturer's business-like, direct 
method of working. 

After various problems of this nature have been 
taken up, the teacher should choose two pupils best 
fitted to dramatize such an interview. After practising 
together, the pupils should give orally in dramatic 
form the interview as they have planned it. Let the 
class discuss the work according to the definiteness 
of purpose revealed, the points brought out by each 
speaker, and the arrangement of the ideas. In such 
an exercise, the teacher should discuss the pupil's 
manner of entering the room, his carriage, his manner 
of leaving, the tone of his voice, etc. Supplementary 
reading: Face to Face Salesmanship in "Ads and 
Sales" by Casson. 

Continue the oral work by considering sales talks. 
Select a commodity that is simple, like furniture polish, 
and then show by class discussion what characteristics 
will arouse the buyer's interest; what will sustain his 
interest and clinch the sale. Discuss how the order 
of topics is controlled (a) by the mental attitude of the 
prospective buyer* (impatience, dislike of odors, satis- 
faction with polish in use, etc.); (b) by the selling 
characteristics of the polish itself. Show here the 
necessity of starting the talk with the exposition of 
a striking selling quality, the necessity of concluding 
the talk with an equally striking selling point, and the 
tucking away of disputable points in the middle of 



MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 7 

the talk, provided such points are introduced at all- 
Discuss with the class the importance of keeping out 
of a sales talk personal remarks, familiarity of any 
kind. Such a general class discussion will prepare 
pupils for the dramatization of exercises like the 
following : 

Chapter I, page 16, assignment 3 . 

Chapter VI, pages 140-141, assignments 1, 2, 5. 

Read carefully Chapter IV, Selling Policies and 
Methods, of John B. Opdycke's "Advertising and 
Selling Practice," A. W. Shaw Company. 

In discussing the arrangement of topics for a defi- 
nite purpose take up the newspaper narrative (pages 
196-200) and show how the purpose reverses the usual 
narrative method. 

Exercise i, Assignments 5-1 1 and 14 

In order that the pupils may realize that these same 
basic principles are back of all art, it will be well, with 
the mature pupils especially, to carry the discussion 
into literature, and social and industrial life. The 
teacher should, therefore, stimulate the discussion to 
show the pupils how a controlling purpose of a specific 
nature determines the plan and \^ork of an architect, 
an inventor of mechanical commodities, an artist 
making a picture, a composer evolving a musical 
theme. Such a discussion can be made the basis 
of much original thinking and careful compositional 
activity of an oral kind. 

Exercise 1, Assignment 7 
Connect this assignment with a discussion of a 
boy's purpose in furnishing a room. If the teacher 



8 MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 

is dealing with mature pupils, he may tarry at this 
point with advantage and give a broader view of the 
principles developed in this chapter, by studying the 
descriptive paragraph, pages 200-205, and pages SOT- 
SOS. A definite purpose, with its effect upon selection, 
arrangement, and choice of words in the presentation, 
is graphically illustrated in the following selections, 
many of which the teacher will find exceptionally 
stimulating for class analysis and imitation. 

1. Charles Dickens: "David Copperfield," the descrip- 

tion of the passengers, Chapter LVII. 

2. Charles Dickens: "Little Dorrit," Chapter I. 

3. Rudyard Kipling: "Captains Courageous," page 3. 

4. Rudyard Kipling: "The Day's Work," — .007, Para- 

graph 1. 

5. Stewart Edward White: "The Rules of the Game," 

Chapter V. 

6. Joseph Husband : "The World at Work " — Semaphore. 

7. Frangois Coppee: "At Table" (This can be used to 

great advantage as a contrast to the description 
on page 18, "Effective English Expression.") 

8. Kenneth Grahame: "Dream Days," pages 104-107. 

9. Frank Norris: "The Pit" — A Chicago street scene 

in the rain. 
10. 0. Henry: "The Trimmed Lamp," page 4. 

Exercise 2, Assignment 16 

If the class has had little or no training in writing 
narratives, the teacher should develop broadly pages 
190-200 before giving this assignment. 



Chapter II 

GENERAL STUDY OF THE PARAGRAPH 

The purpose of this chapter is twofold: (1) 
to teach the general construction of a single 
paragraph and (2) to show that a paragraph 
may become an integral part of a larger unit 
of discourse. 

Single Paragraphs 

The singleness of impression referred to on page 29 
is characteristic of every paragraph, but is most ap- 
parent, for purposes of instruction, in the descriptive 
and the expository paragraph. (See Chapter IX.) The 
teacher will do well, therefore, in developing unity 
of impression in a paragraph, to choose descriptive or 
expository models. The following paragraphs convey 
this singleness of impression at a glance: 
Washington Irving: "The Sketch Book." 

Christmas Day, Paragraph 3 — " Everything conspired 

to produce, etc." 
Westminster Abbey, Paragraph 13 — "On entering, 
etc." 

Rural Life in England, Paragraph 10 — "The fondness 

for rural life, etc." 
Rip Van Winkle, Paragraph 5 — "The great error in 
Rip's constitution, etc." 
Dickens: "A Tale of Two Cities." 
Rook I, Chapter 4 — "Very orderly and methodical 
he looked, etc." (The description of Mr. Lorry) 
9 



10 MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 

Book II, Chapter 7 — " He was a man of about sixty — " 
(The description of the Marquis St. Evremonde) 

The following lesson plans should prove suggestive: 

Lesson 1. Purpose: To develop a feeling for the general 
structure of a paragraph. 

(See "Effective English Expression," page 200.) 
Examine two or three paragraphs to bring out these 
facts: 

A. There is one impression created. 

B. This one impression may be stated broadly in 

one of the sentences, known as the topic sen- 
tence. 

Lesson 2. Purpose: To review unity of impression; to 
teach more specifically the topic sentence. 

A. Discuss model paragraphs to discover: 

1. What the impression is that the writer wishes 

to create. 

2. Whether this impression is stated broadly in 

the paragraph. 

B. Examine the topic sentence of each of these 

model paragraphs : 

1. To discover its placing in the paragraph. 

2. To discover its use to the writer, to the reader. 
(See "Effective English Expression, page 30.) 

3. To note the definiteness of the key word or 

words. 
Example : The room presented & funereal aspect. 

Lesson 3. Purpose: To give the pupils training in con- 
structing model topic sentences from a given definite 
purpose. 

A. Review with fresh illustrations Lessons 1 and 2. 
JS. Construct topic sentences from given purposes. 



MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 11 

Example : 

(Purpose: to show the confusion of the people at 
the railway station on the day before Christmas.) 

Topic sentence from which a paragraph bringing 
out the idea of confusion can be developed: 
"The railway station on the night before Christ- 
mas was a scene of nervous hustle and bustle." 

Lesson 4. Purpose: To teach the principle of selection 
and rejection to meet a definite purpose. 

A. Review the importance of a definite purpose. 
(See "Effective English Expression," pages 15-25.) 

B. Teach by comparing such selections as the one by 
Frank Norris in "Effective English Expression," 
page 18, and the one by Frangois Coppee. (See 
reference, page 8, of this Manual for the effect of 
a definite purpose upon the selection of topics. 
One writer aims to present a primitive feast; the 
other, a society dinner.) 

Lesson 5. Purpose: To develop more fully the principle 
of selection. 

A. Examine various paragraphs to review Lesson 4. 

B. Suggest a purpose. 

1. Have pupils construct a topic sentence. 

2. Have pupils suggest topics to develop the 

purpose-idea. 
Invite a free discussion. Have the pupils 
weigh the topics suggested, with a view to 
the development of the definite purpose 
under consideration. 

Lesson 6. Purpose: To develop more fully the principle 
of arrangement. 
A. Examine descriptive paragraphs: 

1. To discover the purpose and its expression in 
the topic sentence. 



12 MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 

2. To appreciate the skillful selection of topics. 
B. Show by analyses of models: 

The gradual unfolding of the impression to be 
created from the key idea stated in the topic 
sentence. 

(a) Outline the paragraphs under discussion. 
(See "Effective English Expression," pages 
307-308, for the form of topics.) 
(6) Examine the paragraphs sentence by sen- 
tence. (For method of approach, see 
"Effective English Expression," pages 
183-194.) 
Lesson 7. Purpose: To continue the discussion of ar- 
rangement of topics and to develop this principle in 
its relation to the law of mass. (This is apparent 
in selections 1, 2, 3, pages 215, 216, "Effective 
English Expression." Confine your attention, there- 
fore, to the nature of the opening and closing sen- 
tences of the paragraph.) 

A. Teach the principles of this lesson by examining 
various descriptive paragraphs. Relate this work 
to the knowledge the pupils have of the topic 
sentence. 

B. Have the pupils suggest: 

1. A definite purpose. 

2. A topic sentence to meet the purpose. 

3. Topics to develop the purpose — the arrange- 

ment of those topics. 

4. The natural concluding sentence. 

Test this concluding sentence to see if it grows 

out of the paragraph; to see if it is strongly 

stated; to see if it rounds off the paragraph. 

(The teacher must ever keep in mind that a topic 

sentence is not always needed. This same 

statement holds true for the concluding sentence. 



MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 13 

Never let the work become artificial. If pupils 
fail to see the necessity for the "rounding-off 
sentence," do not insist upon its presence, for 
the concluding sentence must never sound 
''tacked on.") 

Lesson 8. Review the principles laid down in the previous 
lessons. (Use fresh material for this work.) 

Lesson 9. Purpose: To show the power of words in 
creating the purpose-idea. 

A. Examine descriptive selections which are rich 
in vivid words. 

B. Give a definite purpose. Have pupils select 
vivid and expressive words, to create the effect 
suggested by the key part of the topic sentence. 
(Connect this work with the study of the parts of 
speech, if it seems advisable.) 

C. Study the common figures of speech to bring out 
purposeful effects. 

(Lesson 9 may be expanded into three or more lessons. 
Be careful, however, in teaching figures of speech,, 
to lay emphasis upon use and not upon definition.) 

Lesson 10. Write a descriptive paragraph. In the work 
of revision, apply all of the test questions found on 
pages 204-205. The teacher will do well to add ta 
these questions those found on page 182. 

Paragraphs in a Series 

In developing the principle of paragraphing, two 
general outlooks are open to the teacher, the analytical 
and the synthetical. First, he should work with 
models (the analytical method) to see how given 
material is organized into paragraphs. It is well to 



14 MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 

consider first the subject as a whole. The purpose 
of the composition (the series of paragraphs) should 
be discussed at the outset. After this guiding factor 
is discovered, the pupils should study every paragraph 
to see just what its purpose is in the development of 
the composition and how it is related to its neighbor. 
(See pages 33, 34, "Effective English Expression.") 
The words, phrases, and clauses used to relate the 
paragraphs, one to the other, should be carefully noted. 
The pupils should be taught early that paragraphs 
in a series represent growth according to a definite pur- 
pose. (In conversation one idea grows out of another, 
but many times to no purpose. Every one has at 
some time been interested to trace back a conversa- 
tion to see that the end had no logical relation to 
the beginning, and yet the speakers have not been 
conscious of a change of thought.) 

After the pupils have analyzed several composi- 
tion units to determine the author's method of para- 
graphing, they should listen to selections read by the 
teacher so as to be able to analyze the whole according 
to (1) the purpose of the whole, (2) the purpose of each 
paragraph used by the author to develop his theme. 
The pupils should then compare their analyses with 
the printed composition and discuss why the author's 
method was better than theirs or vice versa. 

When many exercises like the ones just suggested 
have been given, the pupils will be ready to take un- 
paragraphed material (see pages 37, 38, 39) and 
determine upon the natural paragraph division. 

All of these exercises should prepare the pupils for 
the second method, which, of course, is by far the 



MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 15 

more practical. The teacher should give many sub- 
jects like the following. The pupils should determine 
upon a purpose for the whole and then suggest the 
natural paragraph division. 

A Fishing Trip 

An ideal fishing experience: (1) Kind of day; (2) 
preparation of fishing material; (3) preparation of 
lunch; (4) trip to pond; (5) careful preparation of the 
fine; (6) minor experiences; (7) the great experience; 
(8) the trip home; (9) the surprise and satisfaction 
of " the folks." 

Description of my Tent at Camp 

To picture a tent with some of the comforts of 
home: (1) Surroundings; (2) interior — general impres- 
sion; (3) attractive qualities; (4) effect of the whole 
upon a person who likes out-door life, etc., etc. 

A Letter from the Owner of a Dog, Putting 
in a Claim for Damages 

(1) The accident to the dog; (2) the value of the 
animal; (3) the claim; (4) the owner of the car (his 
past history has been that of a "good risk" to the 
company from which damages are claimed, etc.) 

The following units should prove helpful in the 
teaching of the principle of paragraphing. 

Material for mature students (Juniors or Seniors) : 

Motley: "The Rise of the Dutch Republic." Historical 
Introduction, II. 



16 MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 

Jordan: The After-Self. (See Lockwood's " The Fresh- 
man and His College" pages 23, 24.) 
Hyde: A Poisonous Phrase (6 paragraphs). The Outlook, 

May 18, 1912. 
Newman : The Description of a Gentleman (2 paragraphs) . 

(See The Idea of a University.) 
Besant: The Streets of London in the Time of George 

the Second. (See "London" pages 444-449 through 

"continual roar.") 
Washington: The Baneful Effects of Party Spirit. (See 

"Farewell Address" Paragraphs 20-24, inclusive.) 
Washington: The Attitude of the United States toward 

Foreign Nations. (See "Farewell Address" Para- 
graphs 30-41, inclusive.) 
Webster: Changes in the Fifty Years after the Battle 

of Bunker Hill. (See "First Bunker Hill Oration" 

Paragraphs 27-41, inclusive.) 
Franklin: Franklin's Belation to Mr. Whitefield ("In 

1739 arrived among us, etc.," and nine paragraphs 

following). 
Wilson: The Emancipation of Business. (In " The New 

Freedom" pages 257-276.) 
Wilson: The Liberation of a People's Vital Energies. (In 

" The New Freedom" pages 277-294.) 
Irving: Goldsmith as a Conversationalist. {"Life of 

Goldsmith" Chapter XVIII.) 
Johnson: Letter to the Earl of Chesterfield (February 

7, 1755). 

Material for Freshmen and Sophomores: 

Schurz : " Life of Lincoln " — Paragraphs 1-6. 

Irving's "Sketch Book." Legend of Sleepy Hollow, 

Paragraphs 1-7. 
Lincoln's: " Gettysburg Address." 



MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 17 

Lincoln's letter to Wm. H. Herndon, July 10, 1848 
(The Way for a Young Man to Rise). 

Addison: Sir Roger and Will Wimble. 

Stevenson: ''Letter to Sidney Colvin " dated January 10, 
1880. 

Hughes: "Tom Rrown's School Days," Chapter V, 
Paragraph 2, through the paragraph beginning, "This 
was the residence of East and another boy." 

Hughes: "Tom Rrown's School Days," Chapter VI, par- 
agraph beginning, "Gentlemen of the School-house!" 
to the end of the speech. 

Dickens: Telson's Rank. (" A Tale of Two Cities," Rook 
the Second, Chapter I, Paragraphs 1-3.) 

Dickens: "A Christmas Carol." Christmas Day in 
London ("The house fronts looked black enough, 
etc.," through paragraph beginning "Rut soon the 
steeples called good people — "). 



Chapter III 

SENTENCE COMPLETENESS 

In working with Chapter III, the teacher should 
appreciate the fact that the main purpose is not to 
teach grammatical definitions. The teaching pur- 
pose is rather to lead the pupils to feel (1) that 
a sentence must have a subject and a predicate if 
the thought is to be expressed completely; (2) 
that the subject and predicate bases are usually 
made more definite by the use of modifiers, words, 
phrases, or clauses, which should be placed as close 
as possible to the sentence principals. 

Sentence completeness can be taught by the 
following methods: 

(a) The pupil should read brief extracts. Have the 
pupil pause long enough at the end of each sentence for the 
class to appreciate the swing of a complete, well-rounded 
sentence. Have some pupil reproduce the extract. Insist 
that he pause at the end of each sentence. Have another 
pupil write the extract on the board. Require him to read 
the reproduction aloud to prove that each sentence sounds 
complete. 

(6) The teacher should dictate brief extracts. He should 
read the whole extract first so that the pupils can get the 
thought in its entirety. In this reading he should aim to 
read naturally, without fear of letting the children know 
where the sentence begins and where it ends. 

18 



MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 19 

When the pupils are able to feel the extract as a whole, 
the teacher should break it up into its smallest units so that 
the pupils can grasp the details with accuracy. From time 
to time, as the dictation proceeds, he should read with 
expression as much as the pupils have written. When 
the dictation is over, the teacher should read the whole with 
great care so that the pupils can feel the natural pauses and 
the swing of the complete sentences. 

The pupils should correct their own work by comparing 
it with the model, which, as a rule, should be taken from 
some text the pupils are studying. 

In this work the teacher must appreciate that the purpose 
is not to test the knowledge his pupil possesses of the 
completeness of the sentence, but to develop a feeling for 
this completeness. 

(c) The teacher should compare sentence thoughts 
expressed completely and incompletely. See the opening 
paragraph, page 42. This work should be done orally. 
The exercises which follow (d) can be used to advantage. 

(d) Train the pupils to see that an assertion is not made 
by a participle. The use of a participle as a predicate base 
is one of the greatest offenses against sentence complete- 
ness. Show the pupils that the participle in -ing expresses 
the action of the subject, but fails to give the time of the 
action. Lead them to see that in many sentences both are 
needed if the thought in mind is to be expressed completely. 
Do this work orally and by the comparative method. 

Example : 
Incomplete. — The boy running down the street. 
Complete. — The boy was running down the street. 
But in order that the pupils may not get the notion that 
the participle in -ing must always be accompanied by a 
copula, the teacher should give many sentences like this: 

The boy, running down the street, was caught in the grip 
of a comrade. 



20 MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 

By such a sentence the teacher can show that time is 
expressed here by means of the word was, attached to the 
main action word of the sentence. The great point to make 
in all this work is that the presence of a word denoting 
action does not make an assertion. An action word which 
can be used as a predicate base must not only convey the 
idea of action but also express in itself the time of the 
action — He ran — or it must be accompanied by a word 
that expresses the time of the action — He was running. 
If the teacher can make this distinction clear, one of the 
common enemies of sentence completeness will disappear 
from the composition work. 

(e) Examine many complex sentences containing ad- 
verbial clauses. Show the pupils that the adverbial clause 
fills out the meaning of some assertion and therefore cannot 
be written as a sentence. Do similar work with the adjec- 
tive and the noun clause. The writing of a dependent clause 
as a sentence is a common way of violating the principle 
of sentence completeness. In all of this work make the ear 
sensitive to the finished sound of a complete sentence. 

Placing of Subject and Predicate 

The aim of the work on pages 46-51 should be 
to teach variety in the placing of subject and predicate. 
The teacher cannot give too many exercises similar 
to Exercise 8, as monotony in sentence construction 
is a common fault with high school and even college 
students. 

Building Sentences from Sentence Bases 
(pages 51-56) 

In developing these exercises, the teacher should 
keep constantly in mind the principles of coherence 
and emphasis developed in Chapter VII. He should 



MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 21 

also, whenever possible, teach the rules of punctuation 
which such sentence building involves. The teacher 
should add the exercises found on pages 54 and 55. 
After the sentence is constructed, the pupil should 
reverse occasionally by analyzing in a general way 
what he has written. 

The Complete Sentence — Purpose 

The five sentences found on page 58 should suggest 
many others to the teacher. By means of such an 
exercise, the teacher should be able to make the pupils 
feel the* great value of the complex sentence in the 
expression of the relative value of their thoughts. In 
thus training pupils to construct sentences to express 
the purpose-idea in the independent clause, the teacher 
should also develop the principle of mass or emphasis. 
(See Mass, page 186.) 

Here are some additional exercises: 

1. Purpose: To emphasize the usefulness of the library. 
Andrew Carnegie donated a large sum of money to our 

library. 
It is of great use to our citizens. 

2. Purpose: To emphasize the age of Francis Joseph. 
Francis Joseph was one of the oldest monarchs of 

Europe. 
He died in the fall of 1916. 

3. Purpose: To emphasize that Robert Browning was 
the author of the "Incident of the French Camp." 

Robert Browning wrote the "Incident of the French 

Camp." 
He was a great English poet of the time of Queen 

Victoria. 



22 MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 

4. Purpose: To emphasize that Lafayette helped the 
American colonists in the Revolution. 

Lafayette was a liberty-loving French general. 
He helped the colonists in the Revolution. 

5. Purpose: To emphasize the nationality of Browning. 
Robert Browning wrote the "Incident of the French 

Camp." 
He was a great English poet. 

6. Purpose: To emphasize that Napoleon rose from the 
ranks of the common people. 

Napoleon was the greatest general the French nation 

had at the beginning of the nineteenth century. 
He rose from the ranks of the common people. 

7. Purpose: To emphasize the importance of Boswell's 
biography in the keeping of the name of Johnson before the 
general reader of the twentieth century. 

Johnson was a well-known writer of the eighteenth cen- 
tury. His fame is now kept alive largely by Boswell's 
biography. 

8. Purpose: To emphasize Goldsmith's inability to talk 
easily. 

Goldsmith was one of the great writers of the Johnson 

period. 
He was virtually lacking in conversational ability. 

9. Purpose: To emphasize Garrick's ability as a stage- 
manager. 

Garrick had great business acumen. 
He made a small fortune as the manager of the Drury 
Lane Theatre. 

10. Purpose: To emphasize the fact that James Fitz- 
James was shown hospitality. 

The Highlanders entertained James Fitz-James for 

the night. 
They did not know who he was. 



MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 23 

11. Purpose: To emphasize the value of the gift. 

On Bryant's eighty-sixth birthday, the leading men of 
New York presented him with a beautiful vase. 

This vase, designed by Tiffany, cost five thousand 
dollars. 

12. Purpose: To show the age at which John Stuart 
Mill learned the Greek alphabet. 

John Stuart Mill was a philosopher. 

He learned the Greek alphabet at the age of three. 



Chapter IV 

The teacher should appreciate at the start 
that Chapter IV is designed to give ear training 
as well as eye training in the use of correct English 
expression. The following method is suggested 
as productive of results. It has been thoroughly 
tested in the schools of Springfield and elsewhere 
with amazing results. 

Teach the rules with young pupils (freshmen, 
for instance) objectively. Rule 1, might be taught 
in this wise: 

Show the use of the following relating words: 
above, after, among, at, before, below, beside, 
between, by, except, for, from, in, into, near, 
of, on, over, to, under, up, with. 

Method: 

Teacher (placing a box on the desk). Where is the box? 

Pupil. The box is on the desk. 

Teacher (writing the pupil's answer on the board). What 
word shows the relation between the box and the desk? 

Pupil. On shows the relation between the box and the 
desk. (Teacher underlines on.) 

The foregoing relating words and any others in 
everyday use should be dealt with in a similar manner 
until the child appreciates the relating power of the 
preposition. 

24 



MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 25 

The teacher is now ready to teach objectively the 
power the preposition exerts over the pronoun. 

Teacher (calling Fred and John to the front of the room 
and arranging them side by side). Beside whom is Fred? 

Pupil. Fred is beside John. 

Teacher (writing the foregoing answer on the board and 
underlining beside John). Substitute now for John's name 
a word that will not name John, but will tell you that Fred 
is beside a boy. 

Pupil. Fred is beside him. 

Teacher (calling George to the front of the room). Whom 
is Fred beside now? 

Pupil. Fred is beside John and George. 

Teacher (writing pupil's answer on the board and under- 
lining beside John and George). Use a word for George's 
name that will tell you that John and another boy are 
beside Fred. 

Pupil. Fred is beside John and him. 

The teacher should vary this objective teaching 
until the pupil has given sentences like these: 

Fred is with Mary and me. Fred is with Mary and her. 
Fred is beside John and us. John is behind Frank and them. 

With older pupils (juniors and seniors of the high 
school age) the teacher should examine model sentences 
to illustrate the troublesome part for which the rules 
and the drill are designed to act as correctives After 
the pupils have done this preliminary work, they 
should deduce the rules and word them clearly in 
their own language. If the teacher wishes to have 
all pupils use the same wording, he can require every 
one to commit the rules as laid down in the text. 
The pupils, however, should first phrase their own 



26 MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 

rules from the model sentences discussed. But it 
must be remembered that this chapter is not planned 
to teach rules as such. The real purpose is to teach 
principles in order to insure the use of correct forms 
in the oral drill. 

The pupils are now ready to construct many sen- 
tences to illustrate the rules developed. These should 
be carefully inspected by the teacher (1) to see that 
they illustrate the rule, (2) to insure grammatical 
accuracy. The pupils should then be required to say 
these aloud many times at home so that the ear will 
become accustomed to the correct sound. 

After at least six "demons" of speech have been 
attacked in this manner, the machinery of the school 
should be shut down and the pupils should be given 
a rapid-fire examination. The section-room teacher 
should dictate as fast as he would ordinarily talk, and 
the pupil should write only the critical part of the 
sentence, making his choice as to the correct form. 
Thus there will be no time in which the student can 
reason out rules. Every one must depend upon his 
ear, and this he can do if he has been faithful to the 
oral drill. 

To add the game interest to this work, each teacher 
should tabulate his results according to classes — 
freshman, sophomore, junior, and senior — and the 
head of the English work should post the results in 
a conspicuous place. 

Similar examinations should be given at the com- 
pletion of every five rules. At the end of the year 
pupils should be expected to be familiar with and 
to be able to use with precision all of the principles 
developed in this chapter. 



MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 27 

Examination to cover Rules 1-6 

1. Boys like (they or them) are thought to be uninter- 
esting. 

2. If he is the man (who, whom) they wanted for mayor, 
why didn't they vote for him? 

3. He is the boy (who, whom) I think will win the prize. 

4. We thought the boys who came were (they, them). 

5. (He, him) and his friend I do not think worthy of 
the committee's confidence. 

6. I was not sure of (who, whom) the officer might be. 

7. The matter must be settled between you and (I, me), 

8. May Frank and (I, me) be dismissed at noon? 

9. Was it (they, them) you interviewed? 

10. (Who, whom) do you think the president wants for 
that position? 

11. He could not guess (who, whom) he was to be. 

12. Mr. Edwards and (he, him) have been elected as 
delegates. 

13. I should like it to be (he, him). 

14. I should not like to be (he, him). 

15. (Who, whom) do you think it could have been? 

16. (Who, whom) do you think I should nominate? 

17. Does Frank appear to be like (he, him) ? 

18. The invitation comes from my mother and (I, me). 

19. The offer was made to (whoever, whomever) com- 
pleted the course. 

20. Is it (he, him)? 

21. (Who, whom) did you take him to be? 

22. They wished Irene and (I, me) to be present. 

23. My father asked my brother and (I, me) to go. 

24. I should like to be (she, her) with all her advantages. 

25. Is it not (I, me) to whom you refer? 



28 MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 

Examination io cover Rules 7-13 

1. The services of a new coach for the high school team 
(has or have) been secured. 

2. Neither he nor I (am, are) going. 

3. (Is, are) either of you two boys ready for the test? 

4. Time, as well as patience, (is, are) needed for that. 

5. The result of the game between the two high schools 
(was, were) announced this morning. 

6. He is (some, somewhat) older than his brother. 

7. I should like to really know him. (Rewrite) 

8. Every one went at once to (his, their) position. 

9. Neither one of the men (was, were) able to do the 
work. 

10. Mr. Williams, in company with his wife and son, 
(has, have) gone to the Blue Mountains. 

11. I had not been informed about (his, him) leaving. 

12. I told him to conscientiously do his work. (Rewrite) 

13. Every one of us (does, do) his work faithfully. 

14. Mr. and Mrs. Smith with their two children (has, 
have) arrived. 

15. Either John or we (is, are) wanted. 

16. I am not (so, as) tall as Fred. 

17. I like Ruth better than (she, her). 

18. I am (so, as) happy as (she, her). 

19. If any one calls while the office is closed, (he, they) 
can wait in the hall. 

20. It is hard for a person to get (his, their) lessons while 
that piano is playing. 

21. Why do you like him better than (she, her)? 

22. You couldn't ask for a better friend than (he, him) . 

23. I like him better than (she, her). 

24. I want you to so do your work as to win his approval. 
(Rewrite) 

25. Are you interested in (John, John's) coming? 



MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 29 

i 

Examination covering Rules 14-19 and 
a Review of 1-13 

1. Let the paper (lie, lay) there till he finds it. 

2. He (lie, lay) himself at full length upon the ground. 

3. He has (sit, set) there two hours. 

4. The mercury has (rise, raise) several degrees since 
noon. 

5. He was (laying, lying) his hat on the table when I 
came into the room. 

6. The boy has (rise, raise) the standard of the class by 
his good work. 

7. Yesterday the sea (rise, raise) to a great height. 

8. With one blow he (fall, fell) the sapling. 

9. I wish he (was, were) here. 

10. If he (were, was) here, we could start. 

11. That dog has (laid, lain) in the sun all the morning. 

12. He does not (set, sit) his son a good example. 

13. Is the snow (laying, lying) ? 

14. Must I (sit, set) here any longer? 

15. That is what I used to always buy. (Revise) 

16. Where the planks had (laid, lain), there was a deep 
rut. 

17. Each of the boys took as much as (he, they) could 
carry. 

18. Not a person said that (he, they) could hear. 

19. I believed the decision (lay, laid) with him. 

20. Though he (slays, slay) me, I will trust him. 

21. The wisdom of all (is, are) valuable. 

22. The services of each (is, are) needed. 

23. There sat Sam and (he, him). 

24. (Who, whom) did you guess the squire to be? 

25. (Whomever, whoever) goes will regret his action. 

26. (Who, whom) did you think I was? 



30 MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 

Examination covering Rules 20-27 and Review of 1-19 

1. Frank and (I, myself) went. 

2. He couldn't scarcely see the picture. (Revise) 

3. I hadn't but one pencil. (Revise) 

4. Has (neither, no one) of you two fellows the list? 

5. (May, can) I ride, too? 

6. He looks (sad, sadly). 

7. The rose smells (sweet, sweetly). 

8. He ran (hurried, hurriedly) for the doctor. 

9. Hadn't I ought to help him? (Revise) 

10. He hadn't only to complain and I should have come. 
(Revise) 

11. Let Mary and (they, them) go. 

12. Either of the boys will give (his, their) aid. 

13. Either they or I (am, is, are) capable of that. 

14. Help us to never be at fault again. (Revise) 

15. He is the one (who, whom) I meant. 

16. Are you tired? (Some, somewhat.) 

17. They are not (so, as) reliable as the others. 

18. It is necessary to thoroughly understand the material. 
(Revise) 

19. Hadn't he ought to have come sooner? (Revise) 

20. (Who, whom) does she want to be? 

21. We shall choose (whoever, whomever) reads best. 

22. Who's there? (I, me.) 

23. Work and patience and time (is, are) what he needs. 

24. Bill, as well as Tom, (was, were) popular. 

25. I wish I (was, were) in Boston. 



Chapter V 

In teaching Chapter V, the teacher must keep 
constantly in mind that the purpose is to show 
the pupils that back of rules, in almost every 
instance, is a requirement of the vital principles 
of clearness or force. (See pages 46, 174, 175; 
102, Section 5.) In developing the uses of the 
comma, for instance, Rule 1 is an excellent example 
of the necessity at times of using a mark of punc- 
tuation. 

Soon after services were resumed in the hall. 
Soon after, services were resumed in the hall. 

It will not take a weak pupil long to see the 
advantage of the comma to the reader in render- 
ing at sight this sentence. The separating sense 
of punctuation marks, too, should be early devel- 
oped in connection with the principle of clearness. 
This can be illustrated by the teaching of restric- 
tive and non-restrictive modifiers. (See also page 
101, note.) 

After those punctuation rules which have a 
claim to importance because they aid clearness 
have been mastered, the teacher should turn 
to the more or less dogmatic usages of punctuation 
marks. Here he can stress to advantage the 
absolute necessity of a knowledge of the subject 

31 



32 MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 

of punctuation in social and business correspond- 
ence, in newspaper writing, and in all kinds of 
secretarial work. Above all it is necessary to 
arouse at the start a feeling in the pupils that a 
thorough study of capitals and punctuation is 
of the utmost importance to them in expressing 
their own ideas and in meeting the demands of 
good usage in the social and business world. 

As a preliminary to the practice work of the 
chapter, the teacher should develop each rule. 
The following method should bring results. 

Rules 1 and 2. The comma is used: (1) to 
set off an introductory word or phrase not closely 
related to the words which immediately follow ; 
(2) to separate an introductory dependent clause 
from an independent clause. 

I. Oral 

A. Have the pupils read aloud passages like the 
following to illustrate the fact that the comma, setting 
off the introductory element, is an aid to the smooth, 
clear interpretation of the thought: 

"When the French tricolor rolls out to the wind, we see 

France. When the new-found Italian flag is unfurled, 

we see resurrected Italy. . . . When the united crosses of 

St. Andrew and St. George on a fiery ground set forth the 

banner of Old England, we see not the cloth merely; there 

rises up before the mind the noble aspect of that monarchy, 

which, more than any other on the globe, has advanced 

its banner for liberty, law, and national prosperity." 

Henry Ward Beecher 



MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 33 

B. Drill orally on the reading of many isolated 
sentences illustrating the rule. (The use of selections 
like that from Beecher, unless the construction is 
repeated for rhetorical effect, would tend to instil 
wrong habits of style.) Show the conditions upon 
which the rule is formulated. A comma is used to 
set off introductory dependent elements. 

C. Examine many sentences in which confusion 
would ensue if the comma were omitted. Show also 
by the examination of many isolated sentences that 
short introductory dependent elements are often not 
set off if the sense of the sentence at a glance will 
be clear to the reader. Show, however, that if this 
introductory, dependent element is long, the comma 
invariably helps in the interpretation of the meaning. 

II. Written 

A. Have the pupils copy unpunctuated sentences 
containing dependent introductory elements. Have 
them punctuate the sentences as they copy. (It is always 
well to bear in mind that pupils punctuate typewritten 
manuscript as they write. It is helpful, therefore, 
to them to be trained to punctuate handwriting as 
they write.) 

B. Have pupils collect and copy sentences illus- 
trating the rule. Encourage them in this work to 
go to standard magazines, to newspapers with ac- 
knowledged reputation, and to literary authors of 
unquestioned standing. 

m. Oral 

A. Formulate the rule. 

B. Commit the rule as it is given in the book. 



34 MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 

Additional Material 

The following extracts and references will be of 
service in drill work and in reviews. It is helpful 
in review work to use one extract as a basis of dis- 
cussion, another extract as the basis of a written 
dictation. 

Capitals 

Harold Bride's Story of the Sinking of the Titanic, to be 
found in New York Times, April 28, 1912, and in "Writing 
of Today" by Cunliffe and Lomer. (The Century Co.) 

President Wilson's Address to Congress, February 3, 
1917. (Diplomatic Relations Broken.) 

The Puritan (found in "The Patriotic Reader" compiled 
by Bemis, Holtz, Smith), by George William Curtis. 

"How We Became a Nation" (poem), by Harriet 
Prescott Spofford. 

Commas 

Extracts in "Effective English Expression." 
Suitable for Discussion: 

Dr. Heidegger's Experiment, pages 37-39. 
Suitable for Use in Dictation : 
Braddock's Error, page 183. 
Freedom! pages 191-192. 

Colons, Semicolons, Dashes 

Extracts in "Effective English Expression." 
Suitable for Discussion: 

Market Day in Perugia, pages 200, 201. 

Description of the House of Usher, pages 184, 185. 
Suitable for Use in Dictation: 

Ways of Distributing Wealth, pages 31, 32. 

Business Letter, page 232. 



MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 35 

Review of the Whole Chapter 

Extracts in "Effective English Expression." 
Suitable for Discussion: 

Business Letter, page 232. 

The Dance at the Squire's, pages 35, 36. 
Suitable for Use in Dictation: 

The Yale Dinner tq ex-President Taft. 



Chapter VI 

WORD STUDY 
Choice of Words (Pages 123-142) 

Any work in the use of words should always 
be related to the guiding principle — purpose. Of 
the many methods of developing a pupil's vocabu- 
lary the following should be the most effective 
in stimulating an active knowledge of words: 

(1) Typical assignment: Write a description of a storm 
at the seashore. Preliminary work: Select and arrange 
topics to meet a definite purpose. Select words that will 
most vividly create the purpose-idea connected with 
every topic in the outline. Test the selected words to see 
if they will insure variety and agreeableness of sound, if 
they will convey accurately and convincingly the effect 
you wish to portray. 

(2) Study models the words of which are aptly chosen 
to convey a purpose-idea. Find synonyms which will 
convey the same effect. Imitate the models, occasionally 
using words of your own choosing. The following poetic 
selections will be helpful in lessons dealing with the choice 
of words. The prose selections can be studied to advantage 
and occasionally imitated. 

Poetic selections: 
Alfred Tennyson : ' ' Mariana ' ' 
John Keats: "Hyperion," lines 1-21 
John Milton: "L' Allegro" (any of the pictures) 
Edgar Allan Poe: " The Raven " (any of the pictures) 

36 



MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 37 

Robert Browning: "How They Brought the Good 

News from Ghent to Aix" 
Oliver Goldsmith: "The Deserted Village" (any of 

the pictures) 
Samuel Taylor Coleridge: "The Ancient Mariner" 

(any of the pictures) 
James Russell Lowell: "The Vision of Sir Launfal" 

(picture of winter) 
Ruth Comfort Mitchell: The Subway. (In "The Night 

Court and Other Poems ") 
Archibald Lampman: "Evening"; "The Railway 

Station" 
William Rose Benet: The Horse Thief ("Anthology of 

Magazine Verse," 1916) 
Vachel Lindsay: The Congo ("The New Poetry, An 

Anthology ") 

Prose selections: 

Robert Louis Stevenson: "A Lodging for the Night" 

(opening paragraphs) 
Washington Irving: "Legend of Sleepy Hollow" (Van 

Tassel's stronghold) 
Nathaniel Hawthorne: "The House of the Seven 

Gables," Chapter XVII (a town submerged in 

rain) 
Charles Dickens: "Little Dorrit," Chapter I (Intense 

heat described) 
Charles Dickens: "Great Expectations," Chapter LIII 

(A Sunrise) 
James Fenimore Cooper: "Pioneers," Chapter XXII 

(Spring); Chapter XXIII (Night) 
Lafcadio Hearn: "Chita: A Memory of Lost Island" 

(A storm) 
Hamlin Garland: "Rose of Dutcher's Coulee" (A 

storm) 



38 MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 

Kenneth Grahame: In "The Golden Age" — A Holi- 
day (A clear day) 

Frank Norris: "The Octopus," page 128 (The be- 
ginning of a great ploughing); pages 128-130 
(Ploughing in earnest); page 261 (A frightened 
buckskin) 

(3) Study commodities. Determine upon selling quali- 
ties. Choose words that could be used effectively in explain- 
ing the use or the working of the article, and in describing 
the characteristics of the whole and its parts. 

(4) Examine advertisements in magazines and news- 
papers. Rewrite those that are ineffectively written. 

Pronunciation (Pages 142-143) 

The teacher should supplement the list in Exercise 
75 by drilling upon the correct pronunciation of words 
given in the back of the Standard Dictionary (Students 
Edition), He should also consult Appendix C, " Hand- 
book of Composition" by Edwin C. Woolley. 

Spelling (Pages 144-160) 

In using the rules for spelling, the teacher should 
group them for review work as follows: Rules 1, 2, 
and 3; 4 and 5; 6; 7 and 8; 9 and 10. The pupils 
should be made to group under each rule the illus- 
trations found on pages 146-155. 

The foregoing method, because of its preventive 
nature, should aid the pupil who is lacking in a spelling 
sense and who tenaciously holds to a mental picture 
when it is once formed. The teacher would do well 
to read thoughtfully Cook and O'Shea, "The Child 
and his Spelling." 






Chapter VII 

In teaching unity and coherence in the sentence, 
the teacher will do well to liken these principles 
and their effect upon clear, smooth expression 
to a picture puzzle. The puzzle when completed 
brings out a single picture. Every part is neces- 
sary to the completion of the whole; every part 
has its exact and definite placing. The parts 
are so skillfully arranged that at first glance the 
observer does not realize the whole is composed of 
parts. Just so with a sentence. When a sen- 
tence is completed it brings out a single impres- 
sion. Every word, phrase, or clause is necessary 
to the completion of the whole; every modifier 
has its exact and definite placing. The parts 
are so skillfully arranged that at first reading the 
reader does not realize that the sentence is made up 
of smaller elements. The teacher might show the 
class the picture of a famous mosaic. From this 
he can draw the comparison between the cement 
and its use in keeping firm the particles of glass, 
and the connecting words and their effect upon 
sentence parts. 

Exercise 80 has great value in teaching the 
principles of unity. In every sentence the pupil 
should prove that his sentence brings out one 

39 



40 MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 

central thought. It is well here, as in all exer- 
cises, to make the pupil state first the purpose 
of each sentence. He should then be able to show 
the effect of each sentence element in bringing 
out the purpose-idea. The following groups of 
sentences furnish additional practice. 

Exercise 83. The teacher should make the pupil 
defend the placing of every modifier in every 
sentence built from the sentence groups in 
Exercise 80. 

An excellent exercise for making pupils appre- 
ciate smoothness gained through the skillful 
placing of modifiers is effected by having them 
compare the sentence they compose by combining 
short sentences, with the original sentences from 
which the parts were evolved. The following 
exercise will show the method. 

1. The teacher should write the short sentences on the 
board. 

2. The pupils should be told 

(a) to select a sentence purpose; 

(b) to combine the sentences to bring out their purpose; 
i.e., they must give the proper emphasis through the prin- 
ciple of arrangement to the purpose-idea, subordinating unim- 
portant elements by expressing them as modifiers and by 
tucking them away in unimportant places in the sentence; 

(c) to test the finished sentence to see if it has unity, 
smoothness, clearness of meaning. 

3. The teacher should write the original sentence on the 
board and discuss the author's purpose with the children. 
He should then let those children who had the same purpose 
compare their work with the original sentence as to force, 






MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 41 

smoothness, unity of impression, etc. (He should, however, 
take great care to emphasize with the children who did not 
have the same purpose as the author that their work is 
just as satisfactory provided they carried out effectively 
the purpose they had in mind when they built up their own 
sentences.) 

Combine each group of the following simple state- 
ments into a well-knit sentence. The final sentence of 
each group is for the teacher's use. 

1. This dense forest was a home to the Indians. 
They had lived in the forest from childhood. 

They were as much at ease there as a farmer is on 

his acres. 

"This dense forest was to the Indians a home in which 

they had lived from childhood, and where they were as much 

at ease as a farmer on his own acres." 

Roosevelt 

2. An old manor-house stood about one Danish mile 

from the capital. 
The house had thick walls and towers. 
It had pointed gable-ends. 
"About one Danish mile from the capital stood an old 
manor-house, with thick walls, towers, and gable-ends." 

Andersen 

3. It was a low house. 

It had a smooth gray thatch and buff walls. 
The walls looked pleasant and mellow in the evening 
light. 
"It was a low house with a smooth gray thatch and buff 
walls, looking pleas.ant and mellow in the evening light." 

Eliot 

4. The furniture of the hall consisted of some chairs. 
They were ponderous. 



42 MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 

The backs of the chairs were carved with wreaths. 
The wreaths represented oaken flowers. 
"The furniture of the hall consisted of some ponderous 
chairs, the backs of which were elaborately carved with 
wreaths of oaken flowers." 

Hawthorne 

5. She was such a sharp, little lady. 

She used to sit with her hands folded in each other. 
She looked so very watchful while she talked to me. 
"She was such a sharp, little lady, and used to sit with 
her hands folded in each other, looking so very watchful 
while she talked to me." 

Dickens 

6. The black ships are borne along on this tide. 
It is mighty. 

They are laden with fresh-scented fir planks. 
They are laden with rounded sacks of oil-bearing seed. 
They are laden with the dark glitter of coal. 
"On this mighty tide the black ships — laden with the 
fresh-scented fir planks, with rounded sacks, or with the 
dark glitter of coal — are borne along." 

Eliot 

7. Maggie looked up eagerly at the sound of this name. 
She was seated on a low stool. 

The stool was close by the fire. 
"At the sound of this name; Maggie, who was seated on 
a low stool close by the fire, looked up eagerly." 

Eliot 

8. He looked pale and meagre. 
He wore a plain suit. 

It was black. 
" In his plain, old suit of black, he looked pale and meagre." 

Dickens 

9. I came on deck next morning. 
I looked at the island. 



MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 43 

It was altogether changed. 
"The appearance of the island when I came on deck next 
morning was altogether changed." 

Stevenson 

10. The king wanted to save his child from harm. 
She was dear to him. 

He sent out an order that all the spindles in the 
kingdom should be burned. 
"The king, who wanted to save his dear child from harm, 
sent out an order that all spindles in the kingdom should be 
burned." 

Grimm 

11. The coach was crowded, both inside and out. 

The passengers, by their talk, seemed principally 

bound to the mansions of relations or friends. 
There they were to eat the Christmas dinner. 
"The coach was crowded, both inside and out, with 
passengers who, by their talk, seemed principally bound 
to the mansions of relations or friends to eat the Christmas 
dinner." 

Irving 

12. The cheerful stir and bustle of the harvest were over. 
The corn was shocked. 

The apples and pumpkins were gathered into barns. 
"The cheerful stir and bustle of the harvest were over; 
the corn was shocked; the apples and pumpkins were 

gathered into barns." 

Kate Douglas Wiggin 

13. She was completely water-logged. 
Her masts had gone by the board. 

She rose, after a minute, heavily from the sea. 

She staggered a-while beneath the immense pressure 

of the tempest. 
She finally righted. 



44 MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 

"Although completely water-logged, yet, as her masts 
had gone by the board, she rose, after a minute, heavily 
from the sea, and, staggering awhile beneath the immense 
pressure of the tempest, finally righted." 

Edgar Allan Poe 

14. The garret was built to be a depository for firewood 

and the like. 
It was dim and dark. 
The window of dormer shape was in truth a door in 

the roof. 
There was a little crane over it for the hoisting up of 
stores from the street. 
"The garret, built to be a depository for firewood and 
the like, was dim and dark; for the window of dormer shape 
was in truth a door in the roof, with a little crane over it for 
the hoisting up of stores from the street." 

Dickens 

15. Once I listened to a mocking bird the live-long spring 

night. 
He was under the full mocn. 
He was in a magnolia tree. 
I do not think I shall ever forget that song. 
"Once I listened to a mocking bird the live-long spring 
night, under the full moon in a magnolia tree; and I do not 
think I shall ever forget the song." 

Roosevelt 

16. I was a youth. 

I went to school. 
I went with my brothers. • 
We had a footpath. 
It was a mile long. 
" When I was a youth and went to school with my brothers, 
we had a footpath a mile long." 

John Burroughs 



MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 45 

17. Midas knew that he had carefully turned the key in 

the lock. 
No mortal strength could possibly break into his 

treasure room. 
He, of course, concluded that his visitor must be 
something more than mortal. 
"As Midas knew that he had carefully turned the key 
in the lock, and that no mortal strength could possibly 
break into his treasure room, he, of course, concluded that 
his visitor must be something more than mortal." 

Hawthorne 

18. A robin was perched upon the top of a mountain ash. 
The ash tree hung its clusters of red berries just 

before my window. 
The robin was basking himself in the sunshine. 
"A robin, perched upon the top of a mountain ash that 
hung its clusters of red berries just before my window, 
was basking in the sunshine." 

Irving 

19. Squire Cass was the greatest man in Raveloe. 

He lived in the large, red house nearly opposite the 

church. 
This house had a handsome flight of stone steps in 
front and high stables behind it. 
"The greatest man in Raveloe was Squire Cass, who 
lived in the large, red house with the handsome flight of 
stone steps in front and the high stables behind it, nearly 
opposite the church." 

Eliot 

20. A wide, woody dell extends on one side of the church. 
A large brook raves along the dell. 

There are broken rocks and trunks of fallen trees 
in the dell. 



46 MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 

"On one side of the church extends a wide, woody dell, 
along which raves a large brook among broken rocks and 
trunks of fallen trees." 

Irving 

21. An enormous tulip-tree stood in the center of the 

road. 
It towered like a giant above all the other trees of 

the neighborhood. 
It formed a kind of landmark. 
"In the center of the road stood an enormous tulip-tree, 
which towered like a giant above all the other trees of the 
neighborhood, and formed a kind of landmark." 

Irving 

22. His heart began to thump as he approached the 

stream. 
He summoned up, however, all his resolution. 
He gave his horse half a score of kicks in the ribs. 
He attempted to dash briskly across the bridge. 
"As he approached the stream his heart began to thump; 
he summoned up, however, all his resolution, gave his horse 
half a score of kicks in the ribs, and attempted to dash 
briskly across the bridge." 

Irving 

23. He had not finished his sentence. 
Neither of us was then touching the door. 
It opened quietly of itself. 

"Before he had finished his sentence, the door, which 
neither of us then was touching, opened quietly of itself." 

Bulwer-Lytton 

24. The parson was a little, meagre, black-looking man. 
He wore a grizzled wig that was too wide and stood 

off from each ear. 
His head seemed to have shrunk away within the 
wig like a dried filbert in its shell. 






MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 47 

4 'The parson was a little, meagre, black-looking man, 
with a grizzled wig that was too wide, and stood off from 
each ear; so that his head seemed to have shrunk away 
within it, like a dried filbert in its shell." 

Irving 

25. The morning, though frosty, was remarkably fine 
and clear. 
Most of the family walked to the church. 
It was a very old building of gray stone. 
It stood near a village, about half a mile from the 
park gate. 
"As the morning, though frosty, was remarkably fine 
and clear, the most of the family walked to the church, 
which was a very old building of gray stone, and stood near 
a village, about half a mile from the park gate." * 

Irving 



Chapter VIII 

UNITY OF PARAGRAPH STRUCTURE 

The analogy between a mosaic and a com- 
position unit like the sentence can be applied to 
equal advantage in the teaching of the para- 
graph. The similarity is obvious and needs no 
elucidation. You can bring the principles of 
unity and coherence home in a graphic way by 
the use of a bundle of pencils of different sizes. 
Each pencil (a sentence) is a unit. The pencils 
are of various lengths (variety in sentence length). 
When bound together by rubber bands (con- 
nectives) they make a larger unit, a bundle of 
pencils (a group of sentences or a paragraph 
unit). Insert a fountain pen (a sentence that is 
foreign to the paragraph purpose) , and there is no 
longer a bundle of pencils in the strict acceptation 
of the word. Bring out the analogy by com- 
paring the bundle of pencils to Paragraph 2, 
page 178. Have the pupils find "the fountain 
pen" in Paragraph 4. 

Pages 182-186 

Train the pupils to see that coherence means growth 
according to a definite purpose. Start with a topic 
sentence and build a paragraph on the board with the 
pupils. Let them see how sentence 2 grows out of 
sentence 1 , sentence 3 out of sentence 2, and how the 
whole grows to develop a single idea. 

48 






MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 49 

Show the pupils that a paragraph is also like a chain 
composed of long links (sentences) connected by short 
links (connecting words and phrases). A weak con- 
nection in any part of the chain means a weak whole; 
a weak connection existing in any part of a paragraph 
means a weak composition. 

Select a paragraph distinguished for its coherent 
qualities. (Parkman, Irving, Macaulay furnish excel- 
lent examples.) Write it on the board. Next to 
the perfect model, write the same paragraph without 
connecting words and phrases. Let the pupils see 
how smoothness, ease, clearness are sacrificed when 
connectives are omitted or carelessly used. 

Write paragraphs on the board that contain blanks 
where connectives should be used. Fill in the blanks 
with words or phrases that show the exact relation 
of part to part. 

Study and use the lists of connectives on page 169, 
"Effective English Expression." 

Exercise 94 
Examine advertisements on pages 135, 136, 137. 
Show that the law of mass applies here. Have the 
pupils bring to class many advertisements which do 
and which do not illustrate the law of mass. Compare 
and show how effectiveness, emphasis, is gained by 
a careful massing of material. Discuss how the 
arrangement of material to secure an effective working 
out of a purpose is illustrated in the order by which in- 
closed recommendations may be put together. (Strong 
recommendations at the top and at the bottom — 
effect upon the interest of the reader, upon the pros- 
pects of the applicant.) 



Chapter IX 

In working with single paragraphs in Chapter 
IX the teacher should review first of all pages 
26-30. When the narrative paragraph is discussed, 
the difference between a narrative paragraph which 
stands alone and a narrative paragraph which is a 
part of a series should be brought out. For in- 
stance, every single narrative paragraph is built 
so as to end with a point of interest all its own. 
However, if a narrative paragraph is a part of a 
series, the events rise in interest and look 'forward 
to a heightened point not at the end of each 
paragraph, but at the end of the story. 

The teacher should discuss with the pupils 
the advantages in business of one's being able to 
tell a good story, especially in making a sale. 
Be able to tell orally a story you think might aid 
a certain transaction. In what other callings 
is the ability to tell a story a great asset? What 
are the social advantages of the story-telling gift? 

Discuss the commercial advantages of a short 
title to a story; of a striking title. Make a list 
of striking titles. 

Discuss the selling advantages of illustrations, 
of bindings, of type. 

Discuss the leading magazines that publish 
short stories of the first rank. 

50 



MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 51 

Examine book reviews of collections of short 
stories which are issued by publishers for adver- 
tising purposes. What characteristics of style 
do the publishers evidently think will make the 
public read? 

The Narrative Paragraph 

Lesson 1. Purpose: To develop the aim of a narrative 
paragraph. (See "Effective English Expression," 
page 190.) 
Examine several paragraphs to establish the following: 

A. One incident is presented. 

B. This incident is made up of a series of events lead- 
ing to a climax. (Show this by the outline method. 
See "Effective English Expression," pages 304- 
306.) 

Lesson 2. Purpose: To develop a feeling for climax. 
A. Examine paragraphs to show that 

1. In description the writer evolves his paragraph 
from the key word or words in the topic sentence. 

2. In narration the writer has his climax in mind 
from the start and works consistently toward 
it. (The climax thus becomes a guide ; cf . topic 
sentence.) 

B. Show that in keeping A, 2 of Lesson 2 in mind, 
A of Lesson 1 is sure to follow. 

Lesson 3. Purpose: To review Lessons 1 and 2. 

Lesson 4. Purpose: To show that the purpose of a 
narrative paragraph is to be found in the climax. 
(Compare for your own interest Lesson 3 under 
Descriptive Paragraph.) 



52 MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 

A. Examine several paragraphs the climaxes of 
which reveal the purpose at a glance. 

B. Develop the exciting quality of the climax. 
Discuss the various means of making a climax 
effective, — telling. (Choice of words, sentence 
structure, etc.) 

Lesson 5. Purpose: To teach narrative outlining. 

A. Outline with the class a narrative paragraph 
following model found on pages 304-306, "Ef- 
fective English Expression." 

B. Develop a simple narrative plan. (See subjects 
and climaxes, "Effective English Expression," 
pages 193-194.) 

Lesson 6. Purpose: To develop orally the plan made in 
Lesson 5, B. 

(See topics under Class Criticism, "Effective English 
Expression," page 181.) 

Lesson 7. Purpose: To give oral practice in telling 
anecdotes. 

A. Discuss with the class a type — Preparatory 

work. 

1. Determine upon the wording of the point 
(climax) and see to it that nothing will have to 
be said after the point is made. (Many people 
spoil an anecdote by repeating the climax or by 
expressing it feebly.) 

2. Make a brief outline. 

B. Tell the anecdote utilizing A. 1., 2 (Lesson 7). 

Lessons 8-10. Purpose: To give practice in telling orally, 
brief narratives. (See questions, "Effective English 
Expression," pages 182 and 195-196.) 



MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 53 

Lessons 11-15. Purpose: To give written practice in 
the construction of brief narratives. (See "Effective 
English Expression" for questions on pages 182, 
186, 195-196.) 

The teacher should find the series of lessons on 
pages 10-13 of this Manual helpful in teaching 
description. 

Show the pupils the commercial advantages 
of one's being able to write a graphic description. 
Examine Chapter VI, pages 135-140. 

Have the pupils write descriptive circulars 
advertising the beauties of a summer resort; 
the recreational delights of a summer camp; 

the country through which the Railroad 

passes. 

Show the pupils that artistic description has 
its place in business (Bell's telephone advertise- 
ments), just as an artistic picture (the Maxfield 
Parrish poster) has in selling automobile tires, 
or any other commodity. 

If the teacher in developing the descriptive 
paragraphs desires more illustrative material, he 
will find it under Word Study, pages 36-37, of 
this Manual. 

The Expository Paragraph 

The following lessons should prove suggestive. 

1. Review the subject of the topic sentence, pages 30, 
210. 



54 MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 

2. Note the location and special use of the topic sentence. 

3. Discuss the characteristics of an expository paragraph, 
pages 205-206. 

4. Note the characteristics of a topic sentence in an 
expository paragraph. 

(a) It must state the subject of the paragraph broadly 
enough so that the writer will be justified in using other 
sentences to elaborate the topic idea. For example, "A 
sense of humor is invaluable to a salesman" is rather a 
broad statement and the natural question is in what respects 
is that true? The development of the paragraph by means 
of other related sentences will satisfy this query. (6) It 
should be direct and not involved. 

5. Home work: Have pupils bring in topic sentences 
culled from editorials, magazines, etc. 

Lesson 2. 

1. Review the characteristics of a topic sentence in the 
construction of an expository paragraph. 

2. Criticize topic sentences brought in by the pupils. 

3. Construct topic sentences for topics 7, 8, 10, Exercise 
90; 1, 4, 5, Exercise 93; 1, 2, 5, 6, Exercise 95. 

4. Home work: Have pupils bring in model expository 
paragraphs. Assign pages 205-209. 

Lesson 3. 

1. Study carefully Exercise 102. 

2. Have written on the board a few of the paragraphs 
which the pupils have selected. Criticize topic sentences. 
Examine paragraphs to see if the topic idea has been clearly 
and logically developed. Test the paragraph to see if there 
is growth in the development of a specific purpose. (See 
pages 182-184, Coherence.) Examine words to see if they 
have been used with precision. 

3. Home work: Have the paragraphs that stand the test 
of the foregoing criticism studied for oral reproduction. 



MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 55 

Pupils who bring in faulty paragraphs should repeat the 
assignment in Lesson 2. 

Lesson 4. 

1. Have paragraphs reproduced orally. Have pupils 
who failed in Lesson 3 read their new paragraphs. Criticize 
both reproductions and oral readings. 

2. Home work: Review the Rhetoric of the Paragraph. 
pages 177-189. 

Lesson 5. 

1. Analyze in detail any two of the following expository 
paragraphs: 

Webster: "The First Bunker Hill Monument Ad- 
dress," Paragraph 28. 

Washington: "Farewell Address" — "So likewise a 
passionate attachment of one nation for another 
produces a variety of evils." 

Wilson: "My Ideal of the True University" (De- 
lineator, November, 1909). "The ideal college 
should be a community, etc." 

Leupp: "Taft and Roosevelt: A Composite Study" 
(Atlantic Monthly, November, 1910). Any para- 
graph in the article. * 

Lead the pupils to discover (a) the purpose, (b) topic 
sentence, (c) method of development (see page 210, para- 
graph 2), (d) rhetorical qualities of each paragraph analyzed. 
(Connect (d) with the home work assignment in Lesson 4.) 

2. Exercise 103. Make this extemporaneous. The 
teacher should analyze the results of the class work so as to 
secure a basis of criticism for the activities of Lesson 6. 

3. Home work: Paragraph 4, Exercise 103. Assign, if 
the pupils speak and write well, a definite topic sentence 
(Paragraph 3, Exercise 103) to each row so that there will 
be variety in subject-matter. Require the preparation to 



56 MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 

be oral and the suggestions on page 181, Exercise 89, to be 
followed in the class criticism. If the class is weak in 
expression, the teacher would better follow the directions as 
stated in Paragraph 4 and have the pupils develop at least 
three paragraphs for critical analysis. 

Lesson 6. 

1. Oral compositions based upon home work assignments. 

2. Home work: Each pupil should write at home the 
paragraph he has objectified orally. Let him criticize his 
work according to the directions in Exercise 103. 

Lesson 7. 

1. Written work as a result of the assignment in Les- 
son 6. Have paragraphs written on the board and then 
criticized by the class according to direction in Exercise 103. 

2. Home work: Rewrite papers revised according to the 
class criticism. 

Lesson 8. Related expository paragraphs. 

1. Apply test questions found on page 213 to the ex- 
ample, Wealth and its Uses, pages 31-32; and to the ex- 
position on pages 308-310. If the teacher desires absolutely 
new material, he will find the following helpful: 

(a) The Three Best Types of Homes for Working 

People of Moderate Means. 
Pollock and Morgan: "Modern Cities," pages 62-65. 

(b) The Value of Industrial Education to Employer 

and Employee. 
Person: "Industrial Education," pages 16-21. 

(c) The Effect of Display in Advertising. 
Miinsterberg: "Psychology and Industrial Effi- 
ciency," pages 272-281. 

(d) The Fagging^ Sytem at Harrow. 
Williams: "Harrow," pages 146-149. 



MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 57 

(e) Discipline in the Old District Schools. 

Johnson: "Old-time Schools and School-books," 
pages 121-126. 

Lesson 9. 

Following the model on pages 310-311, outline with the 
class any one of the selections analyzed in Lesson 8. 

Home work: Assign the lesson in outline making. Exer- 
cise 104. 
Lesson 10. 

Criticize outlines made at home, using model outline, 
pages 310-311, as a basis. 

Home work: Prepare an oral composition and develop 
the outline made for this lesson. 

Lesson 11. 

Oral composition. Criticize according to the directions 
in Exercise 89 and the test questions, page 213. 

Home work: Write the composition prepared for Lesson 
11 as an oral theme. Apply test questions on page 213 
before revising the theme at home. Prepare the composition 
also as an oral reading lesson. 
Lesson 12. 

Read with expression and intelligence, compositions 
prepared at home. Criticize according to test questions 
on page 213. 

The Argumentative Paragraph 

Lesson 1. Purpose: To develop the general character- 
istics of the argumentative paragraph. (See "Effective 
English Expression," page 214.) 

Examine several paragraphs to establish the following: 
Clearness is a prime requisite. The use of a topic 
sentence, therefore, aids the writer or speaker in securing 
this compositional characteristic. (See page 30.) 



58 MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 

The principle of force of expression aids the writer or 
speaker in convincing the reader or listener of the truth 
of the point he is making. Arrangement of material, 
therefore, is very important. (See Mass, page 186.) 

The writer uses facts (not opinion or beliefs) to prove 
his assertions. 

Lesson 2. Purpose: To distinguish an expository para- 
graph from an argumentative paragraph. 

Show that purpose is the determining factor. The 
statement in a topic sentence may be developed by nar- 
ration or by exposition, but if the writer's purpose is to 
prove an assertion by his narrative or his exposition, his 
paragraph is argumentative. 

Compare the expository and argumentative paragraph 
in "Effective English Expression." Determine upon the 
writer's purpose. Show why each paragraph is expository 
or argumentative. See Paragraphs, pages 26, 27, 31, 43, 
126, 178, 179, 183, 187, 188. 

Lesson 3. Purpose: To give practice in the writing of 
clear, limited topic sentences that can be developed in a 
single paragraph. Convert the topics in Exercise 106, 2 
(page 218) into topic sentences. Be sure the statement 
is so limited that a paragraph only will be necessary for 
the proof. 

Home work: Have any two of the paragraphs developed 
orally. Have the pupils prepare the assignment with the 
questions on pages 219, 220 in mind. 

Lesson 4. Oral paragraphs assigned in Lesson 3. Have 
class criticism based upon questions on pages 219, 220. 

Home work: Write one of the paragraphs prepared 
orally for Lesson 4. 

Lesson 5. Criticize paragraphs according to test questions 
on pages 219, 220. 



MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 59 

Lessons 6 and 7. Study the different kinds of evidence 
(page 217). 
Weigh and discuss the value of each kind. 

Study carefully the argument on pages 311, 312, 313. 
Discuss the purpose of the whole composition. 
Discuss the purpose of each paragraph. 
Examine in detail the development of each paragraph. 

Lesson 8. Study the argument as a whole. 

See pages 30-35 with especial reference to Exercise 5, 
page 34. 

Lesson 9. Study the outline, pages 313, 314. 

Lesson 10. Reproduce from the outline the complete 
argument. 

Home work: Require an outline to be made for Exercise 
107, page 218. 

Lesson 11. Exercise 107. Criticism of outlines. 

Home work: Assign the second part of this exercise. 

Lesson 12. Oral arguments. Criticize according to ques- 
tions on pages 219-220. 



Chapter XI 

A GENERAL STUDY OF THE BUSINESS LETTER 

General Suggestions 

In all considerations pertaining to good taste 
in matters of form in business letters, the follow- 
ing should be used as criteria: 

(1) How will it (the point under dispute) affect 
the principle of clearness? (Example: Is it clearer 
to the assorter of mail to find the name of the state 
written on the envelope on a separate line or on the 
same line with the name of the city?) 

(2) How does it affect the artistic appearance of 
the envelope or the arrangement of material on the 
letter page? 

(3) Does it reflect the courtesy, the good taste, 
and the business judgment of the writer? 

(4) Does it assist the addressee in fifing the letter, 
in filling the order, etc? 

The teacher of business English should under- 
stand the working of a typewriter. This does not 
mean that he should know how to operate one. 
He should, however, be acquainted with the 
various hindrances to speed in writing — in order 
to avoid the shifting of the carriage one might 
use a one-line heading — and the means by which 
an artistic appearance can be pbtained. It would 

60 



MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 61 

be well for every English teacher developing 
Chapters XI, XII, and XIII to confer often 
with the teacher of typewriting so that his in- 
structions will be in harmony with the ideals of 
the typewriting department. 

By the time the pupil takes up the study of 
Chapter XI he has, if he has followed the chapters 
of the book consecutively, written business 
letters and he has used this chapter (A General 
Study of the Business Letter) for reference pur- 
poses. When the teacher begins work with 
Chapter XI, he must appreciate that the time 
for a mastery of details has come. In considering 
mere matters of form, let the teacher and the 
class study the letter on page 232. Note that 
this letter has a letterhead. Note the spacing 
between the letterhead and the date. Point out 
how this sets off the date and assists the addressee 
for purposes of identification. (Take up here the 
note at the top of page 235 and discuss in a gen- 
eral way the various helps to filing business 
correspondence.) Point out also that a one-line 
heading has no advantage, as far as speed is 
concerned, in a hand-written letter. Discuss again 
at this point the advantage in the saving of time 
in using one shift of the typewriter carriage in 
such headings as (I), page 233. 

In teaching pages 233-241 give much drill in 
the mastery of the spacing and punctuation of 
the parts of a letter. These details must be 



62 MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 

acquired absolutely at the outset if the teacher 
is ever to make any headway with the teaching 
of the more subtle characteristics of business 
correspondence, like the phraseology of a letter 
to insure tact, sincerity, clearness, force, etc. 

The purpose of Exercise 111 is not to teach the 
contents of a business letter so much as to give 
drill in the writing and punctuation of the parts 
and to train the pupils in matters of taste in the 
arrangement of material. 

In teaching 3, pages 242-243, work from many 
styles contributed by the pupils. Make an exhi- 
bition of good and poor stationery. Show the 
different sizes of paper, envelopes. Discuss colors, 
texture. Exhibit varieties in shapes. Discuss all 
of the matters from the standpoints of economy 
and good taste. 

Folding a Letter, pages 243-245. This exercise 
should be a demonstration and practice lesson. 
At the same time the teacher may to advantage 
discuss inclosures and the method of attaching 
them to the letter pages. 

The Envelope. Discuss the advantage of hav- 
ing the envelope and paper suited to each other 
in color, texture, size, and shape. Discuss the 
necessity of having the address in the centre and 
within the lower half of the. envelope. Point out 
the advantage of placing the return address in 
the upper left hand corner of the envelope. What 
advantage to the assorter of mails is there in the 



MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 63 

writer's following a conventional form on the 
envelope? 

Use I of the Questions for the student to ask 
himself, page 249, as the basis of the review for 
this chapter. 

Particular Study 

Lesson 1. Drill, on the arrangement and punctuation 
of the heading of a business letter. 
Home work: Exercise 111. 

Lesson 2. Review pages 233-235. Have home work 
put on the board. Criticize for accuracy of spacing and 
punctuation. 

Lesson 3. Teach the Introductory Address, pages 235- 
237. 

Home work: Arrange in columns the titles and their 
abbreviations mentioned in the text on pages 236-237. 
Commit these. They are commonly used and therefore 
should be mastered by every pupil. Keep this list for use in 
Lesson 5. 

Lesson 4. Test each pupil on his knowledge of the 
titles and abbreviations assigned for home study. Assign 
Exercise 112 for work at the board. Criticize for arrange- 
ment, capitalization, punctuation. 

Home work: Using those titles mentioned on pages 236- 
237 but not employed in Exercise 112, construct a similar 
exercise of six parts. Write out the exercise, punctuating 
and arranging the introductory addresses properly. 

Lesson 5. Teach the Salutation and the Complimentary 
Close and the Signature pages 238-241. 



64 MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 

Home work: Construct an appropriate salutation and 
complimentary close for letters addressed to persons who 
might bear the titles listed in Lesson 3. 

Lesson 6. Have home work written on the board and 
criticized by pupils. Review material of Lessons 1-6. 

Home work: Have half of the class write letters 1, 2, 3, 
Exercise 114; the other half, 4, 5. 

Lesson 7. Board work. Have letters written on the 
board for criticism of the class. 

Lesson 8. Review Business Stationery, Folding a Letter. 
Give much practice in the folding of a letter. Teach the 
arrangement, punctuation, and capitalization of super- 
scriptions pages 246-248 through Exercise 115. 

Home work: Exercise 116. 

Lesson 9. Review Lesson 8. Have pupils write on 
the board letters composed for Exercise 116. Encourage 
pupils to criticize with questions (see pages 249-250) as a 
basis. 

Lesson 10. Review. Class discussion of principles sug- 
gested in "Questions for the student to ask himself after 
writing a business letter." 



Chapter XII 

THE ESSENTIAL QUALITIES OF A BUSINESS 
LETTER 

General Suggestions 

Chapter XII can be taught most forcefully 
after the teacher has made a collection of letters 
absolutely lacking in brevity, clearness, accuracy, 
courtesy, and orderly presentation. Examples 
in such a collection should be placed side by side 
with models containing these virtues. Analyze 
with the class Dr. Samuel Johnson's famous 
letter to Lord Chesterfield. (See the notes of any 
school edition of Macaulay's " Johnson.") Have 
the pupils appreciate Johnson's brevity, his cour- 
tesy, and the unmistakable purpose of this letter. 
Discuss the writer's method of soliciting Chester- 
field's interest at the start and then his gradual 
changing of the tone and spirit of the epistle. 

Lesson 1. Discuss the qualities of a business letter 
found on pages 251-253. Read and discuss letters (1) and 
(2) of Exercise 117 and the pupil letter to Messrs. Little 
and Morse. 

Home work: Assignment 2 of Exercise 117. 

Lesson 2. Criticize the letter written at home for 
brevity, clearness, accuracy, courtesy, and completeness 
and orderliness of presentation of facts. 

65 



66 MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 

Home work: Study each of the six assignments under 4 
in Exercise 117. Be ready to discuss the state of mind 
of each person who had had the experience and determine 
upon what method you would follow in pacifying the 
aggrieved person. 

Lesson 3. Oral. Discuss the approach to the six letters 
assigned for this lesson. Review questions on pages 249-250. 
Assign certain letters of 4, Exercise 117, to certain pupils 
for writing at home. 

Lesson 4. Discuss and criticize the wording of the letters 
prepared for this lesson. Have pupils weak in matters of 
form write on the board the headings, superscriptions, etc., 
for a review of matters of arrangement and punctuation. 



Chapter XIII 

ORAL ASPECTS OF BUSINESS COMMUNICATIONS 

The method of treating this chapter is fully 
explained in the text. One caution, however, 
may not be amiss. Exercise 120 would better 
not be treated as an unprepared lesson unless the 
pupils have in previous exercises shown great fa- 
cility in oral expressions. Such an exercise would 
better be carefully prepared outside of school 
in order that the work may be effective not only 
from the angle of selection and arrangement of 
material but also from the angle of a realistic 
delivery. In each instance each pupil must have 
a definite idea as to what the outcome of the 
conversation is to be, and he must accordingly 
plan and choose his points for the conversation 
with the idea of effecting this outcome and bring- 
ing out his purpose at the same time. 

Lesson 1. Discuss with the pupils the ways in which 
the dictating of a business letter differs from other oral 
composition — the absence of a listening audience. Show 
how this fact at the start makes this kind of composition 
more difficult than ordinary oral exercises (the act itself 
is non-social and hence is lacking in inspiration). Show 
also that gesture, voice modulation are not necessary. 
The dictator is concerned with how the letter is to sound 
and yet he has to reckon with the fact that what he says 
is to be read. 

67 



68 MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 

(Require the pupils at the beginning of this work to 
outline what they intend to dictate. Every pupil should 
know the definite purpose of each letter and should realize 
the number of paragraphs necessary and the subject of 
each paragraph required to develop his aim. [See Exercise 
4, page 33.] With such an outline in hand he is ready to 
begin his practice work. 

Exercise 118. Let the teacher dictate any three of the 
letters suggested in this exercise. He should then call upon 
three or four of the most gifted pupils to follow his model. 
Having completed this introduction to the work, the 
teacher should give out assignment 2 for home work. 

Lesson 2. Follow directions of assignment 2 in Exercise 
118. Assign the first five advertisements. Those pupils 
that understand shorthand should transcribe each dictation. 
The letters should then be scrutinized for clearness, force- 
fulness, tact, etc. The shorthand students should tran- 
scribe notes upon the board and be held strictly accountable 
for all matters of form. In some instances letters should be 
transcribed upon the typewriter and discussed from the 
standpoint of the ideals of the typewriting department. 

Home work: Prepare to handle advertisements 6-10 
in Lesson 3. 

Lesson 3. Dictate and transcribe advertisements 6-10. 
Criticize as in the preceding lesson. 

Assignment 3 deals with four persons: Mrs. Burgess, Mr. 
Smith, Mr. Hogan, and Sam Baker. The teacher should 
divide the class into groups bf four and require each person 
to assume a character in the carrying on of the transaction. 
This method will assure a natural handling of the assignment. 

Home work: Exercise 119. 

Lesson 4. Talk over subjects prepared for home work. 
Discuss the advantages of the telephone over the letter in 



MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 69 

communications within a town or city. Discuss the dis- 
advantages of the telephone — Show that while it is direct, 
immediate, it allows the parties engaged in the conversation 
no record of a transaction. Elaborate upon this idea. 
Show the necessity oftentimes of supplementing telephone 
conversation by written communications. Have pupils 
show under what circumstances such supplementary letters 
are necessary. 

Home work: Look up long distance rates to some other 
town or city. Discuss circumstances under which the 
telephone would be the natural and only suitable method 
of carrying on a business communication between the 
two places. 

Lesson 5. Exercise 120. 



Chapter XIV 

The teacher should read in preparation any 
one of the following: Shattuck's " The Woman's 
Manual of Parliamentary Law," Warrington's 
" Manual," Crocker's "Parliamentary Procedure," 
Reed's " Rules," or Fish's " Guide to the Con- 
duct of Meetings." 

Chapter XIV can be used to advantage as 
a dramatized exercise before the school. In 
preparation for such an assembly the teachers 
in the English classes should discuss with the 
pupils the elementary principles lying back of the 
conduct of a business meeting. 

This chapter should be studied in the fall of 
the year preceding the starting of school clubs 
and class organizations. 



70 



Chapter XV 

Chapter XV can be used to great advantage 
as the basis of a study of after-dinner speaking 
in a school literary club, or it can be made the 
foundation of a brief course in class instruction. 
Both of these methods have been followed in the 
school in which the author directs the English 
work. 

The following lessons may prove suggestive. 

Lesson 1. Purpose: To illustrate the characteristics of 
a successful after-dinner speech. A gifted pupil should 
either commit or practice the oral reading of Mark Twain's 
New England Weather. (See "Modern Eloquence," pages 
210-213.) Discuss the purpose, humor, plan, and literary 
finish of the speech. Try to show why it is a favorite. 

Lesson 2. Treat as in Lesson 1 Mark Twain's The 
Babies, "Modern Eloquence," pages 218-221. 

Lesson 3. Analyze General Horace Porter's Abraham 
Lincoln, "Modern Eloquence," pages 931-934. Compare it 
with Mark Twain's New England Weather in style. Ap- 
ply the tests mentioned on pages 277-278, "Effective 
English Expression," to this. 

Lesson 4. Have some pupil commit and give as a speech 
(see 4, page 280, "Effective English Expression") Chauncey 
M. Depew's Women, "Modern Eloquence," pages 327-330. 
Let another boy give General Horace Porter's Women, 
" Modern Eloquence," pages 913-918. Have the class 

71 



72 MANUAL FOR EFFECTIVE ENGLISH EXPRESSION 

compare the two speeches in interest, humor, literary finish, 
and general plan. 

Lesson 5.- Study the use of toasts in an after-dinner 
speech; the use of anecdotes. Have pupils illustrate with 
good anecdotes and toasts. 

Lesson 6. Have certain picked pupils give original 
after-dinner speeches based upon the models studied. Allow 
them at least two weeks in which to plan, write, commit, and 
practice the delivery. 



LIBRARY OF CONGRESS 




ii mil i 
003 244 228 6 



||$iP 



■I 



mm 



